【作者】 王涛；

【导师】 陈时见；

【作者基本信息】 西南大学 ， 比较教育学， 2014， 博士

【摘要】 认识论在一般意义上被认为是关于知识的哲学学说,它涉及知识的性质与来源等有关人类认识的问题,是对人类认识本身的认识和反思,是关于认识的认识,是思想思想的思想,是哲学的一个重要部门。从认识论的视角考察比较教育,我们将其作为认识教育的一种方式或活动,是人类普通认识活动的组成部分,它有着不同的内涵。从认识对象的角度看,它是关于“他者教育”的认识以及对这种认识的认识。在这种认识的性质层面讲,比较教育的认识既是一种认识活动,同时也是一种实践活动。就比较教育认识论的层次而言,它由四个层次的认识所构成。它的构成要素有主体、客体与中介,采用深度层面分析的方法,依据主体进入“他者教育”之文化的深浅程度可将其分为纯粹本文化者、浅层异文化者、熟悉异文化者和高度异文化者四个层面；根据客体与中介的主体性体现程度可分别将其分为教育设施客体、社会规范客体、制度系统客体、主体视域客体以及活动主体客体和物理手段中介、相关理论中介、组织机构中介、教育文本中介以及活动主体中介五个层面。比较教育的形成首先根源于人们的好奇心理,这是认识“他者教育”的原初动机,是人们最早认识“他者教育”的直接动力源泉；社会运动不仅促使人性得以解放并以理性的方式探索教育,而且由此产生的现代科学理性还直接影响比较教育的认知方式,从而使人们对“他者教育”的认识逐渐走向系统化和科学化；国际竞争则因人们发现教育在国家发展中的重要作用而促使其对“他者教育”的制度进行系统考察,也使人们认识“他者教育”进入常规化发展阶段。比较教育的形成,也与人们认识“他者教育”的三类目的密切相关。其中,认识与求知是为满足人们天生的好奇心和求知欲,是比较教育的认识所具有的知识性目的；借鉴与改革是满足特定地域或国家的教育之现实需要,是人们为“应答”自身当下教育问题之“询问”而做出的寻求思想资源的不同路径之选择,这是比较教育所具有的实用性目的。比较教育的最终目的是国际间、民族间以及人与人之间的理解与对话。理解是对话基础上的理解,对话是理解中的对话。通过理解和对话,使人们向世界教育敞开,从而揭示世界教育的真理所在。迄今为止,比较教育已从不同认识路径分析、认识与解读教育,时空路径是其中之一。在传统的时空观念中,比较研究的空间通常与民族国家相关,空间就只意味着一种在感官角度的意义上能被固定的、被定界和被触及的空间,而时间概念通常指在西方现代历史中的线性的编年表。因此,在比较教育的认识发展过程中,我们应改变现有的时空观念,这样能使比较研究从传统的时空观念中解放出来。此外,比较教育分析和认识教育的科学路径也曾成为比较教育发展的主流路径,文化路径则是比较教育在以上两种路径之外认识和理解教育的另一出路。同时,在比较教育的发展史上,从不同认识路径分析和认识教育,由此形成历史主义、功能主义、全球主义以及文化主义等几种不同的理论范式。虽然各种理论都有其局限,但都从不同角度阐明了各自的观点和立场,对比较教育的发展做出了相应贡献,各种理论都基于不同认识路径,都有其相应的合理性。因教育自身的复杂性,我们应以包容的态度看待这些理论,保持一种“无立场”的立场。人们在认识世界的过程中,不仅需要其自身所具备的先天禀赋以及后天努力等个体条件,而且还需个体所处社会能提供的条件。比较教育作为认识“他者教育”的一种方式或活动,同样需要主体的个人条件和特定社会所能提供的条件。这不仅要求其认识主体应具备相应的条件,认识活动的发生也需要耗费相应的各种成本,而且认识“他者教育”还有一定的技术要求。同时,比较教育作为认识教育的一种方式还具有一定功能。就整体而言,比较教育首先具有认识的功能。其次,在比较教育的认识发展过程中,因特定时代和民族国家的需要,比较教育这种认识活动在认识“他者教育”的同时又具有借鉴“他者教育”的经验与模式并改进自身教育的功能。此外,从认识论角度讲,比较教育又不只是对“他者教育”的认识,而且还包括对这种认识的认识,即对如何能更好更有效地认识“他者教育”并认识自身,因而它还具有科学功能。但不论哪种功能,比较教育作为人类基本认识活动的组成部分,因各种主客观条件的限制,这些功能只在一定条件下才具备,它们都具有明显的限度。人们对比较教育发展历史的认识,一般将其学科诞生作为开端的标志,或将学科诞生之前的漫长时期作为学科的史前阶段或孕育阶段。但这种认识是基于比较教育是一门学科的基础而进行的认识,它未能明确比较教育这种认识活动久远历史发展轨迹的统一范畴。重新考察比较教育作为人们认识活动的发展史就能发现,比较教育的整个认识轨迹是围绕教育及比较教育学科本身的实然与应然而展开,并向全球复杂性路向迈进。就比较教育的知识特征而言,不管是我们单纯的认识“他者教育”的活动还是以“他者视域”反观“我者教育”的活动,都是认识主体从“他者视域”看待教育的认识活动。所以,比较教育知识的明显特征首先表现为“他者视域”。正如科学知识的建构一样,比较教育的知识是对教育知识的二次建构。人们在认识“他者教育”进而反观“我者教育”的基础上试图建构适合人类发展的教育,以实现对整个全球教育的二次建构。从历史角度看,比较教育不仅天生具有跨越不同民族文化的本质特征,而且还具有明显的跨越和解读全球的特征。更多还原

【Abstract】 Epistemology is considered as the philosophical doctrine in a general sense. It involves the questions about the nature and origins of human knowledge which is the cognition and reflection of itself. It is the thought of thought, and an important branch of Philosophy. From the perspective of epistemology to study comparative education, we can recognize it as a way or activity of understanding education. It is a component of the general human cognition which has different connotations. From the perspective of the object, it is about the "Other’s education" awareness and the understanding of this awareness. From this level of cognition, comparative education is not only an epistemic activity, but also a practical one. Meanwhile, from the epistemological perspective on comparative education, it consists of four levels of cognition. Subjects, objects and intermediaries are the components. Adopting the method of depth-level analysis, the subject can be divided into the purely-own culture possessor, shallow-exotic culture possessor, exotic-culture-knowing possessor and highly-exotic culture possessor based on the degree of one subject entering the culture of "Other’s education". Likewise, according to the reflected degree of the subjectivity of the intermediary or object, the object can be divided into educational facilities object, social norms object, institutional system object, the object from the perspective of subject, and object served by activity subject, while the intermediary can be divided into physical means intermediary, related theories intermediary, organizations intermediary, educational text intermediary and intermediary served by activity subject.The form of comparative education originally came from people’s curiosity. This is the original motivation of recognizing the "Other’s education" and the direct fountainhead of pursuing it. Social movements not only to liberate humanity and promote a rational way of exploring education, but also the consequential modern scientific rationality has a direct impact on the cognitive style of comparative education, which makes the recognition of "Other’s education" more systematic and scientific. The international competition, after the education has been found significantly important in the process of national development, urges nations to investigate systematically the "Other’s education" system, and helps the understanding about the"Other’s education" step into the conventional development stage. The formation of comparative education relates to the three types of purposes of understanding the "Other’s education". Among them, understanding and seeking knowledge are to meet people’s natural curiosity and a thirst for knowledge, which is the knowledge purpose of comparative education. Learning and reforms are to meet the educational needs in a particular region or country, which is the options of different means exploring the thought resources for people to "answer" the "questions" of the current educational issues, which is the practical purpose of comparative education. The ultimate goal of comparative education is communication and understanding among international communities, ethnic groups and people. The understanding is based on the understanding of the communication and the communication is the communication in understanding. By the understanding and the communication, people can touch the international education, and reveal the truth in the world of education.So far, comparative education has been applied to analyze, to understand and to interpret education from different paths, of which space-time path is one. In the traditional concept of time and space, the space of comparative study is usually associated with the nation-state. The space, it merely means a fixed, bordered and touched space from sensorial perspective whilst the concept of time in modern western history usually refers to the linear chronology. Therefore, in the process of recognizing comparative education, we would be well-advised to change the existing concept of time and space, so that comparative studies can be emancipated from it. In addition, the scientific path of comparative analysis and understanding education has become the mainstream of educational development. Apart from them, cultural path is another way in leaning and understanding education. Meanwhile, in the historical development of comparative education, from different paths to analyze and understand education, comparative education can evolve into several different theoretical paradigms, such as historicism, functionalism, globalism and multiculturalism and so on. Although various theories have their limitations, they can, respectively, expound their views and positions from different standpoint, thereby it has made a corresponding contribution on the development of comparative education. Various theories are based on different cognitional paths with corresponding rationality. Due to the complexity of their own, we should hold a tolerant attitude towards these theories and maintain a "neutral" stance.In the process of understanding the world, people should not only require their own innate talent and efforts, but also need conditions that the society provides. As a way or an activity of understanding the "Other’s education", comparative education also calls for the subject’s personal conditions and specific social conditions. In that case, appropriate conditions are demanded for their subjects; proper costs are needed in learning activities and the skills of understanding the "Other’s education" are also required. Meanwhile, as a way of understanding education, comparative education also has a certain function. On the whole, firstly, comparative education has a cognitional function. Secondly, in the development of comparative education, on the account of the needs of times and a particular nation-state, the cognitional activities possess experience and mode in drawing on "Other’s education" and have functions of improving education themselves. Besides, from the epistemological perspective, comparative education not only includes the understanding of "Other’s education", but also embraces awareness of this understanding. That is how to understand the "Other’s education" more efficiently and to learn their own. Hence, it also has a scientific function.But no matter what kind of function, comparative education, being a fundamental part of human cognitive activities and restricted to various subjective and objective conditions, its functions were only met under certain conditions and they all have distinct limits.On understanding of the history of comparative education, People regard its birth as a sign of the beginning in general or perceive the long period as a prehistoric stage or embryonic stage before its birth. But this understanding is based on the statement that comparative education is a discipline. It fails to recognize explicitly that comparative education has such a long historical development. If we restudy the history of it, we can find that the entire understanding of comparative education is centered round education and comparative education itself and develops towards the complexity of the global.In terms of the knowledge characteristic of comparative education, whether we simply cognize the activities of "Other’s education" or see "own-possessed education" activities from the perspective of other’s sight", they are all the educational cognitional activities being perceived by the subject from the "other’s sight ". Therefore, the comparative education firstly features the "other’s sight". Just as the construction of scientific knowledge, the knowledge of comparative education is the secondary construction of educational knowledge. On the basis of recognizing "Other’s education" and thereby rethinking "own-possessed education", people try to construct a kind of education, in which they can fit, in order to realize the secondary construction of the global education. From a historical perspective, comparative education is not only endowed with essential identities of different cultures, but also has obvious characteristics of crossing and reading of the world.更多还原